The specific problem for which they are. Material for preparing for the Unified State Examination (GIA) in the Russian language (Grade 11) on the topic: Essay on the Unified State Examination. Definition of a text problem

Writing is the hardest part of the exam. Its successful completion is important for every student, because the score for the essay is almost half of the primary score for the entire work. A "littered" essay will prevent you from getting a high score on the exam, even if the test part is completed perfectly.

The correct definition of the problem of the source code is a significant component of success. A correctly found problem allows you to get points for K1-K4. A problem is considered correct if it actually exists in the text. Moreover, in the materials for the expert, your problem may not be indicated if it is not the main one. This does not mean that the correct thought will not be counted: experts are guided by common sense and count unusual, but correct formulations.

Reading the text

The original text must be read at least twice. The bigger, the better. The most important thing is to catch the main idea. You can check the quality of work on the text by trying to retell the content: if important points are missed during the retelling, the text should be read again. Read until you are sure that you have understood the content correctly. But watch the time, it goes very fast in the exam.

Emphasizing the important

At the second or third reading of the text, we highlight the points important for the future essay: the conclusions of the author, events, reasoning. You can write on printed exam materials, so just circle or underline the phrases you want. So it will be easier for the eye to cling to the text and quickly find the main thing. But do not get carried away, do not circle too much information.

Ask a question

After reading the text and highlighting the key points, we ask ourselves: "What did the author want to tell the reader by writing this text?". Answer the question yourself. Determine the topic of this question and understand what the author was worried about. The question that worries the author is the problem of the source text. As you can see, it is very easy to find it. It will be even easier if you use it in essays or read about their types. The main thing is to slowly understand the meaning of what you read, to get to the point.

Writing an essay

We start writing an essay by choosing one of the ways to formulate the problem. You can work with an essay in software or build its structure in your head. The main thing is that everything is correct and meets the criteria.

1. How to formulate the problem?

Read the text carefully and think about what idea (thought, concept) did the author spend efforts for? What did he want to say? Found it? Try to ask a question to this thesis - it will be the problem of the text, formulated in an interrogative form. It is possible to formulate the problem using the construction with the genitive case: the problem of what? - influence…, responsibility…, roles… etc.

The problem should be taken on a larger scale than just a special case described by the author ( the problem of mercy, moral choice (between what and what), social justice, cruel attitude (to what or to whom?), loneliness, purpose and meaning (life, writing, etc.), complexity of life, role (books, music, nature etc.) in a person's life and others. As a rule, the described case for the author is a reason for reflection or an illustration for reflection on the problem. This should be remembered. But at the same time, it is impossible to formulate the problem very generally: the problem of man, the problem of good and evil. The problem should be formulated rather narrowly, but not reduced to a specific example given in the source text.

The word "problem" (or "question") must necessarily sound in the text. And do not confuse the problem with the author's position. The position is designated as a thesis (complete sentence), and the problem is formulated either as a question, or a combination of the word "problem" with a noun in the genitive case.

2. How to comment on the text?

Commentary is not a paraphrase, not a continuous quotation. To comment on the text, you must understand what does the author do to make the reader think about a particular issue.

Important state and comment on the same problem, not different- the author in the text can raise several problems, it is important for you to talk about only one.

Reflect on some questions related to the read text:
It is important to analyze the text from the point of view of the problem you have identified and those aspects of it that will allow you to formulate the position of the author. What is important here is the word, image, detail, vital material on which reasoning is based, reliance on authoritative opinion (quotes) .
The following options are possible:

1) If artistic text and there is a plot, of course 1-2 sentences to convey the essence of the plot. You can then answer the following questions:


• On whose behalf is the narration being conducted (no need to put an equal sign between the hero-narrator and the author of the source text)?
• Why does the author use this particular material to illustrate his point of view? Is the situation depicted by the author typical? What facts, details, important from the point of view of the indicated problem, does the author pay attention to? Why? What impression does this make on the reader?
• What did you, as a reader, notice in the story? What mood is the author in? (sad irony, sarcasm, sadness, sadness, joy, etc.) It is necessary to indicate how this manifests itself (preferably based on the writer's (or publicist's) choice of specific words, details).
• Why does the character (narrator) act in this way? How does this act help to understand the author's position?

2) If journalistic or scientific text, then the following questions can be answered:


• What does the author do so that readers understand his point of view (what life (scientific) material attracts)?
• How does the author build evidence (comparison, contrasting facts (positions), citing, emphasizing important details)?
• What exactly did you, as a reader, note in the narrative (author's intonation, irony)? What seemed strange to you, unexpected?
• How does the author lead the reader to understand his point of view?
Please note that you need to comment on the problem reflected in the text, and not just the text and its topics, and not just the problem in isolation from the text.

Author's position in publicistic text, is likely to be labeled directly, and is easy to spot. It is better not to quote the whole sentence, which reflects the author's point of view, but to quote it in part or convey it in your own words. However, if you quote, the score will not be lowered. If artistic text, the position of the author may not be stated directly. Here it is necessary to pay attention to some features of a literary text:

• If the author simply talks about an event without interfering with the narrative, and his position is still not indicated directly, you can write something like this: The writer does not directly express his attitude to what is happening, but we, the readers, are well aware that ... (conditionally speaking, it is unacceptable to do so, because it entails ...).

  Some authors use a “mask”: they speak on behalf of the hero-narrator, make him utter frank nonsense, commit unseemly acts, while they themselves seem to remain on the sidelines, it is difficult to determine their position. What to do in such cases? Need to take a closer look, what are the actions of the hero and what are their consequences? What is the narrator's speech like (especially if it contains speech errors)? If the character is acting, from your point of view, wrong, then perhaps the author thinks the same way as you. Simply put, no need to put an equal sign between the author and the hero-narrator.

For example: How should nature be treated? (this is a problem) (Answer 1: You need to treat it with care, since a person is part of nature. Answer 2: You can treat it consumerly, because a person is the king of nature.) What is love? (Answer 1: Love is a strong attraction to a person. Answer 2: Love is caring for loved ones) Do you need to know your history? (Answer 1: Yes, of course, knowing history helps to avoid mistakes. Answer 2: No, it is not necessary, it only slows down progress)

What are the problems?

Internal problems- this is everything that is connected with the questions that a person asks himself: the meaning of life, vocation, conscience, morality.
External problems- this is the contact of a person with the world, the attitude of a person to the realities surrounding him.

The arrows in the picture show that a person enters into any relationship with a particular area of ​​life. These arrows in the formulation of the problem can be replaced by the words influence, attitude, impact, etc. (see below)

Areas of life can also collide with each other, creating problems. For example, history and the state, nature and progress. But still, most of the problems revolve around the person, he is the central figure. The most important and serious questions sound in his head. Therefore, if you do not understand at all what the text is about, then try to determine which of the concepts intersect in the text. Is the question about a person and his self-determination or does a person face one of the above realities?

How to formulate a problem?

1) With the help of a question. For example: Why do people need friends?
2) With the help of R.p. For example: The problem of attitude to nature, the problem of finding the meaning of life, etc.

Typical mistakes in formulating a problem:

For example: the problem of a good attitude to books is IMPOSSIBLE ("good" is already evaluative vocabulary)
The problem of attitude to books - POSSIBLE

2) The problem is too broad.

For example, the text talks about women and their role in the war, and you choose just the problem of war. If you formulate the problem as a question, this mistake can be avoided. It also happens when they confuse the problem and the topic of the text. Therefore, remember: the topic is more of a direction of thought, then what the text is about. For example, a text about war means the topic is war. And the problem: the role of heroes in war.

3) Narrowing the problem.

4) A problem that is not in the text.

To avoid mistakes, read the material ""
Well, the most common mistake is already associated not with the formulation of the problem, but with the further content of your essay. The problem may be correct, but the further content may not correspond to the problem at all. But more on that later.

Helper words to formulate the problem

If you formulate in R.p., then the words will help you:

Attitude
- relationship
- impact
- interaction
- influence
- role
- perception

If you formulate in the form of a question, then the following constructions will help you:

How should you treat...?
How should you treat...?
Why is +verb... important?
Why +verb...?
What is a +noun...?
What is the ...+verb for?
Why do we need (on, us) ... + noun?
What is the reason...?
What is the role... in a person's life?
What's happened...?
Which is more important: _ or _?
What is necessary...?
What is the difference between _ and _?
What is the true (oh, th) ...?
What means...?

RUSSIAN LESSON IN 11 CLASS

Preparation for writing an essay-reasoning

(task 25 USE)

Lesson topic : Text problem. Identification and formulation of the main problem of the text. Preparation for writing an essay-reasoning

Lesson type : practical lesson.

Lesson objectives

Activity: creation of conditions for the assimilation of the topic, development of the readiness of thinking for the assimilation of new ways of activity, development of mental operations of schoolchildren; development of self-control skills, schematic thinking, development of adequate self-assessment skills.

Informative: the formation of the skill to recognize the problem or problems posed by the author, the ability to argue at least one of them, the formation of the ability to see the author’s position and compare it with one’s own position, draw up an action algorithm, develop the information competence of students, the ability to extract information and process it.

Equipment : texts for work; reminders for students; presentation

During the classes .

Motivational moment

Introductory speech of the teacher:

One day the Sultan decided to put his viziers to the test. “Oh, my subjects!” he addressed them, “I have a most difficult test for you. I would like to know who will decide it. He led them into the garden, in the corner was a rusty door with a huge lock. "Whoever opens the door will be the first vizier." Some courtiers just shook their heads, others began to look at the lock, others began to uncertainly push the door, but they were convinced that they would not open it. One by one, they left the mysterious door. But one vizier carefully examined and leaned his shoulder against the door. He pushed her and - oh, miracle! - she began to give in, at first a narrow gap appeared, and then the door began to move and opened!

Then the padishah said: “You will become the first vizier, because you rely not only on what you see and hear, but also believe in your strength.”

How do you understand the main idea of ​​this parable?

(Today in the lesson you will show your mind, serious attitude to business and your own strength and perseverance in achieving the goal).

As a result of the work, we found out that the key concepts for the successful completion of task 25 are the problem of the text, a comment on the problem, the author's position, and argumentation.

Presentation

In addition, we got acquainted with the main criteria for assessing task 25.(dealt) From this lesson, we will work on a step-by-step analysis of each substantive criterion. Today we will find out what the problem of the text is, learn how to define it and correctly formulate, comment and argue.

Definition of ‘problem’.

Let's pay attention to the first criterion for evaluating an essay. So, you get a point only if you correctly formulated one of the problems in the source text, without making any factual errors.

What is the text problem?

The problem of the text is a complex theoretical or practical issue that requires research and solution. The question the author is thinking about.

Teacher's word . This question may not have a clear answer. It can affect different aspects of life: the inner world of a person or the life of nature, society, and many others. Therefore, there are differenttypes of problems :

- philosophical problems (affect the most general features of the development of nature, society, thinking);

- social problems (concerning the structure and life of society);

- political problems (related to the activities of state power, parties or public groups);

- ecological problems (reflect the interaction between man and the environment);

- moral (ethical) problems (associated with the internal spiritual qualities that guide a person, with certain rules of conduct).

Defining the problem, you need to think about how the content of the text concerns each person, all of humanity as a whole. It must be remembered that the specific situation described in the text, the facts of someone's biography, etc. - this is an illustration, a special case, an example of the manifestation of any idea considered by the author. Therefore, the problem must be formulated in such a way that it affects not only the case considered in the text, but also many similar situations.

Work with text.

Let's try to define the problem of TEXT 1.

(1) The most fashionable slogan now, and we all willingly repeat: "human rights." (2) “Human rights” is very good, but how can we ourselves ensure that our rights are not expanded at the expense of the rights of others? (3) A society of unbridled rights cannot stand trials. (4) If we do not want violent power over ourselves, everyone must curb himself.

(5) No constitutions, laws and votes alone will balance societies, for it is natural for people to persistently pursue their interests. (6) The majority, if it has the power to expand and grab, then it does just that. (7) (This is what ruined all the ruling classes and groups of history). (8) A sustainable society can be achieved not on the equality of resistances - but on conscious self-restraint: on the fact that we are always obliged to yield to moral justice.

(9) Only with self-restraint can all the multiplying and condensing humanity continue to exist. (10) And all its long development was useless if you were not imbued with the spirit of self-restraint: animals also have the freedom to grab and be sated. (11) Human freedom includes voluntary self-restraint for the benefit of others. (12) Our obligations must always exceed the freedom granted to us. (13) If only we could master the spirit of self-restraint and, most importantly, be able to pass it on to our children. (14) Most of all, self-restraint is necessary for the person himself, for the balance and equanimity of his soul.

(According to A.I. Solzhenitsyn)

Teacher's word . We define the problem of this text. If you find it difficult to formulate the problem, you can use the following method:

Formulate the main idea of ​​the author in the form of a complete sentence.

(Only voluntary conscious self-restraint will allow a person not to violate the rights of other people)

Think about what question this sentence answers.

(How to make sure that human rights are not violated?)

This question is the formulation of the problem.

Students identify a problem and work together to correct it. The question arises, how to write the wording correctly?You have hints again.

Teacher's word . There are two ways. The first one we just met. This is worded as a question. This method is applicable when it is impossible to briefly formulate the problem of the text. The second way of wording is in the form of a clear and concise sentence:problem (what?) ( R.p .: upbringing, loneliness, courage, perseverance, etc.) is raised in this text. (MEMO 1)

In the text

put

set out

advancing

being investigated

rises

is considered

affected

analyzed

formulated

problem (of what?) (genitive case):

feats

moral choice

intelligence, etc.

Exercise : Write down the problem statement of TEXT 1 in different ways.

Students write down possible options for formulating the problem in a notebook:

Option 1: How to ensure that human rights are not violated? A.I. Solzhenitsyn.

Option 2: The text explores the problem of voluntary conscious self-restraint.

Teacher's word . Quite often, a text may touch upon several issues. Which of them should be the basis of the essay?

(part of memo 1)

The main problem is that

over which he mainly reflects;

to which he repeatedly returns;

on which the author's position is clearly stated.

Let's turn to TEXT 2.

Exercise : Highlight the problems that the author of the text is thinking about. Write them down in two versions. Determine the main one among them. Justify your opinion. Use MEMO 1. (Independent work.)

(1) It has long been noticed that in our time the world of feeling is especially clearly opposed to the world of the intellect. (2) We are knowledge, science, technology oriented; the achievements of the mind amaze the mind. (3) A strong mind discovers new ways of production; and what can give him a strong feeling? (4) What are passions? (5) A reasonable person understands his duties and can be relied upon. (6) And what about the feeling near the conveyor? (7) And how to control the feeling?

(8) This is how a false idea arises about the superiority of reason over feelings, about the antagonism between feelings and reason, about the usefulness of the mind and the uselessness of feelings. (9) Let us keep this danger in mind when thinking about the education of the mind. (10) Even for a convenient study, even temporarily, even in the form of an admission, we should not separate mind and feeling. (11) In a “pure form”, mind and feeling do not exist, are not brought up and are extremely dangerous for a person and his environment. (12) Water is a combination of oxygen and hydrogen, but we do not quench our thirst with oxygen and hydrogen, but still with water.

(13) A developed mind, combined with high conscientiousness, is called intelligence. (14) This word appeared in Russia in the middle of the last century, when a serious education from the nobles passed to the raznochintsy, and the eternal problem of “knowledge and morality” became aggravated again. (15) Aristocrats were distinguished, as was commonly believed, by nobility. (16) But how will the new educated people differ? (17) What is their nobility? (18) “In intelligence,” was the answer. (19) In the nobility of spirit. (20) So the language responded to the need for social development, and a new word appeared that passed into many languages ​​of the world. (21) Intelligence is the same as spirituality, but at its core is faith in the truth, generated by reason and education. (22) An intellectual is a person who combines knowledge and morality. (23) In place of noble tribal honor came the honor of an intellectual, which consists in respect for reason and truth.

(24) In our time, education is again making a grand leap, it is becoming universal. (25) Consequently, the problem of knowledge and morality, mind and heart is again aggravated. (26) The most dangerous people are not dark, uneducated workers - there are fewer and fewer of them, namely, educated, but not intelligent. (27) Learned, but shameless. (28) Those who know how to achieve their goals, but who do not know how to abandon them, if they have to resort to wrong means to achieve them. (29) Intelligence, which was previously the lot of a relatively small group of people, the intelligentsia, should now be an indispensable quality of every person.

(30) We will raise a child so that in this world there is more than one intellectual.

(According to S. Soloveichik)

Students express their opinion, justify it, correct their notes. The discussion takes place with the direct participation of the teacher.

Issues addressed in the text:

Is it possible to oppose the mind and feelings? The author of the text reflects on this problem.

S. Soloveichik in this text considers the problem of antagonism between feelings and reason.

What is intelligence? This important issue is raised by the author.

This text analyzes the problem of necessityintelligence in modern society.

Main problem: Is intelligence necessary in modern society? This difficult problem is investigated by the author of the text.

Rationale: This is a major issue as the author mainly reflects on it, he repeatedly returns to it, in addition, the author's position on this problem is clearly stated.

Teacher's word . At the exam, texts of journalistic or artistic styles are offered for work. Today we worked with journalistic texts. Specify how they express the problem?

abstract, openly in one sentence of the text or one fragment of the text;

Now let's try to define the problem of the artistic style text and see how it is expressed.

Independent reading of the text.

PROBLE EDUCATION.

There is a joyful event in the Sverl family: a son was born.

Parents do not stop admiring the offspring, the neighbors look - they are surprised: the spitting image of the father!

And they named their son Corkscrew.

Time goes by, corkscrew grows stronger, matures. He would have to study the real thing, try himself on metal (After all, drills are all hereditary metalworkers), but his parents do not give him: he is still young, let him learn something soft first.

The father wears home corks - special corks - and Corkscrew learns drilling skills from them.

This is how the son of the Drill is brought up - on traffic jams. When the time comes and they try to give him something harder (drill, they say, he has already learned) - where is it! The corkscrew doesn't want to listen! he begins to look for corks for himself, to look closely at bottles.

The old Drills are surprised: and how did their son get out of hand?

(F. Krivin)

So what is the author's problem? From the options proposed by the students, we choose the right one - the problem of educating the younger generation.

Is this problem explicitly stated in the text? - Not.

How is it expressed? - through descriptions, actions of heroes, their speech, thoughts, behavior, etc.

We write the conclusions in the form of a table:

Journalistic style

Art style

The problem is expressed

Thesis, openly in one sentence of the text or one fragment of the text;

Problem

is revealed by analyzing the descriptions, actions of the characters, their speech, thoughts, behavior, etc.

Homework:

Write an introduction to the essay for each of the texts that you have worked with today. In the introduction, state the problem of the text.

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Slide captions:

USE (essay) Text problem

The PROBLEM of the text is the subject of discussion, the question on which the author argues.

Types of problems philosophical social political moral environmental aesthetic General issues Structure and life of society Activities State. power Spiritual life of man Interaction between man and nature Perception of beauty by man

Determine the problem of this text How and with what can one really compare the beauty of Baikal? We will not assure you that there is nothing more beautiful than Baikal in the world: each of us loves and loves his own side, and for an Eskimo or Aleut, as you know, its tundra and icy desert is the crown of natural perfection and wealth. From birth, we absorb the air, salts and pictures of our homeland, they influence our character and to a large extent organize our life composition. Therefore, it is not enough to say that they are dear to us, we are part of them, the part that is made up of the natural environment; in us her ancient and eternal voice is bound to speak and speaks. It is pointless to compare, giving preference to anything, the ice of Greenland with the sands of the Sahara, the Siberian taiga with the Central Russian steppe, even the Caspian Sea with Baikal, you can only convey your impressions about them. All this is beautiful in its beauty and amazing in its life.

Algorithm for identifying the problem of the work Analyze the actions, speech of the characters Determine what qualities are manifested in these actions What abstract nouns call these qualities (duty, honor, selfishness) Formulate the problem using keywords Identify the main idea of ​​the text Write it down as a complete sentence Determine which question answers this sentence Write down this question, which is the problem

Ways of formulating the problem Formulate in your own words: A) problem + noun in R.p. The author invites us to think about the problem of “fathers and children” B) using interrogative sentences Can an individual person influence the course of history? This is the problem that has attracted the attention of the author. To quote “Why is the TV replacing the book now?” - D. Likhachev begins his text with such a question. Indicate the number of the sentence in the text

Typical constructions for formulating a problem Problem (what?) Complex, important, serious, deep, relevant, acute, etc. The problem (what?) of upbringing, education, patriotism, heroism, the meaning of life, fathers and children, nobility, the influence of the beauty of nature on a person, the preservation of the native language O. of the author in R.p.) the problem is raised ... The text proposed for analysis (full name of the author in R.p.) is devoted to the problem ... The text (full name of the author in R.p.) made me think about a complex problem .. How (why, why) ...? It was this problem that attracted the attention of the writer. (Full name of the author in R.p.) invites its readers to think about the problem

What does an expert check? No. Criteria for evaluating the answer to the task 25 The content of the essay K1 Formulation of the problems of the source text The examinee correctly formulated one of the problems of the source text. There are no factual errors related to the understanding and formulation of the problem. 1 The examinee could not correctly formulate any of the problems in the original text. 0 If the problem is formulated incorrectly or is not formulated, then the work according to the criteria K1-K4 is estimated at 0 points

Typical Mistakes The history of mankind is the history of its culture, and therefore an attack on culture is always an attack on humanity as a whole. Genghis Khan burned cities and destroyed shrines not only out of innate malice, but also because of the lack of elementary culture, misunderstanding that, apart from the horse and the tent, there are other values ​​in the world. I say this not as an apology to Genghis Khan, but with a different purpose - to explain that civilized vandals act not from ignorance, not from darkness, but relying on a clear conviction that the destruction of a high culture in general or some people is good. In one case, the idea comes to mind to burn other people's cities, and drag the valuables from museums to our own, in the other, to cancel Chaliapin. And instead of joining the peaks of art, envy and aggression arise. (according to N. Samvelyan) This text raises the problem of the history of mankind and armed conflicts. N. Samvelyan's text puts forward the problem of the significance of culture for a person. Mankind has improved throughout its history. Why do envy and aggression still exist? This question arises after reading the text. The problem of the text is that it is necessary to preserve and protect the cultural heritage of mankind, and not to destroy it. The problem of the text is that the history of mankind is the history of its culture. And Genghis Khan burned cities and destroyed shrines, as he was an uncultured person.

What type of problems are these? Establish correspondence. What is the danger of the policy of nationalism? Can social injustice be avoided? What is the meaning of human life? Do you need to take care of the people around you? Does man have the right to intervene in the life of nature? A. Philosophical B. Political C. Ecological D. Moral E. Social

Choose the right problem Man stood out as a man in the process of knowing nature. Knowing it, he realized himself as a thinking, creative being. Knowledge was a real satisfaction. It is satisfaction, complete, harmonious, perhaps because the knowledge of nature is communion with it and with eternity. And because knowledge occurs through creativity, a person discovers something new, creates. He is a creator. He is the creator, he is a god, mankind was formed not by emperors, priests, but by those who created the ax, the wheel, the plane, who found cereals, who followed the stars, who discovered iron, radio waves. What is harmony? What is the role of knowledge in the process of human development? What are the limits of knowledge of the surrounding world? What are the prospects for technological progress?

Formulate and write down the problem A person's brightest time is childhood. Everything that is connected with childhood seems wonderful later. This golden, but, alas, no longer accessible country attracts a person all his life - only memories remain, but how sweet, how insatiable, how they excite the soul. Even the hardships suffered in childhood do not seem terrible later, but are painted in a softening, reconciling light. (according to V. Soloukhin)

Formulate and write down the problem When the rich man Rothschild is praised in my presence, who from his enormous income devotes whole thousands to the upbringing of children, to the treatment of the sick, to the charity of the old, I praise and am touched. But praising and touching, I cannot help but recall one wretched peasant family who adopted an orphaned niece into their ruined little house. - We will take Katya, the woman said, - our last pennies will go to her - there will be nothing to get salt, salt stew ... - And we ... and not salty, - answered the man, her husband. Rothschild is far from this guy. (according to I.S. Turgenev)

Mistakes in formulating the problem The author of the text reflects on the problem of national conflicts The author of the text reflects on the problem of national conflicts Who benefits from inciting ethnic strife? Y. Lotman discusses this problem. Who benefits from inciting ethnic hatred? Y. Lotman discusses this problem. The text raises the problem of nationalism of peoples The text raises the problem of interethnic enmity Y. Lotman poses to the reader the problem of national conflicts. Yu.Lotman invites the reader to think about the problem of interethnic conflicts. The author of the text suggests thinking about the following problem: is it possible to avoid racial discrimination? The author of the text suggests thinking about the following problem: is it possible to avoid ethnic conflicts?